CPE – paper 04 (Listening) Part 4

Since the group I am teaching showed more interest towards listening tasks, I decided to plan this lesson for them. 

Material used: 

PPT File: CPE Concerns about commuting

CPE File: CPE Listening PART 4 with answers

Listening (Google Drive): https://drive.google.com/file/d/1W3ZwafAP2VuiXQLF_5oSDFWC8UXngz3w/view?usp=sharing 

[Slide 1]

  1. Introducing the topic
  • Interaction: T- SS 
  • Timing: 2′
  • Monitoring: Check whether students are on the same page.
  • Feedback: –
  • Steps: Show the topic of the lesson so students start activating their schemata: Showing concerns towards commuting. 

[Slide 2]

2. Setting the scene 

  • Interaction: S-SS / S-S
  • Timing: 3′
  • Monitoring: Teacher walks around the room and makes notes on students’ contributions. Relevant to this step and task.
  • Feedback: Board relevant items.
  • Steps: Students check the pictures on the board and answer the questions: “What is the best way to commute in a big city? Why?”

[Slide 3]

3. Viewing for Gist (1)

  • Interaction: SS-S / S-S 
  • Timing: 5′
  • Monitoring: Teacher walks around the room and makes notes on students’ contributions. Relevant to this step and task.
  • Feedback: Board relevant items.
  • Steps: Students check the pictures on the board and answer the questions: “What are they testing on the video?”    /        “Which one is the best option?”.

 

[Slides 4, 5]

4. Lead-in (1) & (2)

  • Interaction: SS-S / S-S 
  • Timing: 10′
  • Monitoring: Teacher walks around the room and makes notes on students’ contributions. Relevant to this step and task.
  • Feedback: Board relevant items.
  • Steps: Students check the pictures on the board and answer the questions: 

-> What are some of the real concerns of commuters?

  • Harm to the environment?
  • (un)productive use of time?
  • Real cost / mental health cost?
  • Risks?
  • Difficulty in avoiding car use?

-> How would you feel if you had to commute every day?

  • Pleased that it would be relatively short?
  • Determined not to continue commuting?
  • Hopeful of a change in routine?
  • Appreciative of the surroundings?

[Slide 6]

6. Listening for Gist (1)

  • Interaction: SS-S / S-S 
  • Timing: 10′
  • Monitoring: After the listening is done, the teacher walks around the room and listens to ss’ contributions. 
  • Feedback: Board relevant items.
  • Steps: Students are going to listen to the task once, without doing the task per se and answer the questions below. 
  • How long do they commute?
  • What are the upsides and the drawbacks? 
  • What kind of things can one do whilst commuting?

[Slides 7 & 8]

6. Listening for detailed information

  • Interaction: SS-S / S-S 
  • Timing: 15′
  • Monitoring: After the listening is done, while ss are checking with their pairs, go around the room and check their answers. See if you can guide them better.
  • Feedback: Board relevant items.
  • Steps: Students are going to do the task per se. Both tasks are supposed to be done at the same time. Check the answers. 

[Slide 9]

7. Vocabulary Work (1)

  • Interaction: SS-S / S-S 
  • Timing: 5′
  • Monitoring: Teacher walks around the room and makes notes on students’ contributions. Relevant to this step and task.
  • Feedback: Board relevant items.
  • Steps: Show ss the words from the listening, which are on the board divided by speakers. They discuss in pairs or trios the meaning of the words or expressions. If need be you can work with the script.
  • (such) a drag
  • De-stress
  • Conducive to
  • Turn down
  • See sth in a different light
  • Contemplate on
  • A win-win situation
  • Crack sth/sb up
  • Battling something
  • Put someone off
  • Freewheeling
  • Interminable
  • Hassle
  • Strike up a conversation
  • Not on the cards

[Slide 10]

8. Vocabulary Work (2)

  • Interaction: SS-S / S-S 
  • Timing: 10′
  • Monitoring: Teacher walks around the room and makes notes on students’ contributions. Relevant to this step and task.
  • Feedback: Board relevant items.
  • Steps: Students are going to use 5 words/expressions to ask your peers 5 questions.

[Slide 11]

9. Follow-up/Wrap-up

  • Interaction: SS-S / S-S 
  • Timing: 2′
  • Monitoring: Ask the whole group.
  • Feedback: on the spot.
  • Steps: From the 5 speakers, to which one you relate the most?

 

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BeYouSolutions

- 16 years of teaching experience (Seven Idiomas / Cultura Inglesa Jundiaí) - 5 years as an Academic and Pedagogic coordinator - 1 year as a Pedagogic Bilingual coordinator at a Regular school - Letras Inglês Licenciatura Plena (PUC-SP) (2007) - CELTA - St. Giles SP (2008) - ETYL (English Teaching for Younger Learners) - International House Sydney (2012) - Cambridge DELTA MOD II, III - Cambridge Train the Trainer Cambridge Course - Pós em Pegagogia - PUC RS - MBA em finanças e geração de valores - PUC RS - MBA em Gestão da Escola na Contemporaneidade

2 thoughts on “CPE – paper 04 (Listening) Part 4”

  1. Thanks for posting these great lessons! I was taking a look at this lesson about commuting. Is the Listening (Google Drive) link correct? The speakers don’t seem to be talking about commute.

    Like

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